Upper Elementary

In the upper elementary environment, the child’s sense of order is internalized. In this plane of development (9-12 years), the students are free to pursue and focus upon subjects, lessons and materials that interest him/her. Unlike traditional schooling at this age, the work is not dictated by the teacher; a student is allowed to use the various materials as needed. During work time, the teachers provide lessons to the students in small groups in workspaces throughout the classroom. The lessons are offered to those at the appropriate developmental stage, regardless of age. Students often also provide lessons and make presentations to their classmates. The Five Great Lessons (Creation Story, Evolution of Life, Coming of Man, Communication through Signs, and History of Numbers) are presented each year in both the lower and upper elementary classrooms during the first few weeks of school. Each year, the children take different aspects of the great lessons to do further research. These lessons open many avenues to all subject areas. The goal is to provide a “Cosmic Education”, which conveys to the child the interrelatedness of the whole of the universe to the child’s role in it. Through imagination, the child is able to envision the whole, providing a frameworkfor integration of further knowledge.

Upper Elementary class hours: 8:30 a.m. – 3:30 p.m.

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In keeping with Maria Montessori’s philosophy of environmental responsibility and sustainability, RMS has installed solar panels and is sending power back to WE energies. RMS recently became a certified Green School. All classrooms participate in recycling and students use cloth placemats and reusable containers in their daily lunches. The middle school students are currently studying hydroponics and aquaponics with the goal of supplying fresh fruit and vegetables to the upper elementary soup lunch program.

Testimonial

As a Montessori student from ages two to twelve, I have always identified myself as a Montessori child. Even at a very young age, I knew that the Montessori method and Racine Montessori were huge parts of my life. But it was not until the very end of high school, while applying to colleges, that I realized how profoundly RMS has affected me. Looking back, I understand how fortunate I was to have been able to explore my interests and have my curiosity nurtured by the amazing people at RMS. It has truly made me the person I am today.
The unique aspect of RMS is that I got to learn things in the classroom that were not part of a simple school curriculum. From the very beginning, things like listening, responsibility, independence, and thoughtfulness were just as important as geography or arithmetic. I have never heard of another school in which the students did things like classroom jobs or reconciling over the Peace Pole. The life skills that Montessori instilled in me are of absolute incalculable worth, and I will take them with me wherever I go.
The other amazing—and to my non-Montessori friends, even baffling—aspect of RMS is the teachers’ supportiveness of students’ intellectual curiosity. In the true Maria Montessori way, the teachers at RMS encouraged me to pursue my interests, whatever they may be. Because of this, I had the opportunity to research and report on things that interested me: marine biology in the first grade, rocks and minerals in second, and countless other topics that fascinated my young mind. In fifth grade, my teacher, Mr. Lewis, helped me check out every book I could find on the Civil War after learning about it in a lesson. This is not uncommon at Racine Montessori School. At the time, I thought this sort of thing was normal, but looking back now, I understand how lucky I am.
One final thing I love about Racine Montessori is the way much of the material is taught. This is another thing I took for granted while at RMS, but have come to appreciate. For example, with math at RMS, I was not just told math facts or functions—I was shown how they work. With the special materials in the classroom, we students were able to interact with our math problems, giving us a deeper understanding of the material. This approach to learning not only solidified my math basics, but also taught me how to approach new material, even today. I honestly can say I would not have survived AP Calculus this past year without the lessons I learned back at RMS. Thanks to my years at Montessori, I knew to ask questions, get involved, and fully grasp the curriculum, and somehow, I actually enjoyed the class.
This is only a brief glimpse into the world of Racine Montessori. I can’t put into words how profoundly the school has shaped me, but I know it has been and always will be a quintessential part of my life. I am so lucky to have gone to a place surrounded by students with such integrity and with teachers who truly care. I think it is safe to say that I miss Racine Montessori, and I will miss it even more as I move away to my first year of college this fall.